Universal +: Physical and Sensory

• A child or young person has an audiological diagnosis of permanent:

 ➢ Conductive hearing loss
 ➢ Mild sensorineural hearing loss
 ➢ Unilateral hearing loss
 ➢ Unilateral auditoryneuropathy

• The child or young person may be prescribed hearing aids by an audiologist.

• Other/ adults may report the child as having ‘selective’ hearing, be daydreaming or not paying attention to others.

• The child or young person:

 ➢ is generally making expected progress in most areas of the curriculum.
 ➢ may have a slight delay in vocabulary development and literacy skills.
 ➢ may seem more dependent on cues from others in the class before engaging in an activity.
 ➢ may find it difficult to listen and attend if there is background noise, especially in group situations.
 ➢ may experience auditory fatigue and appear to lack concentration.

• The child or young person may require some adjustments to support access to examinations (e.g., being seated at the front of the room in a position where they can hear and see the exams invigilator).

• The child or young person has a diagnosed vision impairment or presents with similar visual behaviours.  These will typically align to the mild visual loss criterion as provided by NatSIP.
• The child or young person will have access to a QTVI from the Vision Impairment Service who will provide and support with the appropriate recommendations.  They will typically visit once or twice a year.
• The child or young person may:

 ➢ struggle to access standard print materials.
 ➢ use modified print curriculum materials which includes the removal of visual clutter, increased clarity and high contrast.
 ➢ use modified print assessment materials for internal tests, statutory tests and statutory checks (primary and secondary).
 ➢ have difficulties with perceiving depth, position, distance and speed in a variety of different environments.
 ➢ be affected by lighting levels (glare, low lighting levels), inside, outside and when moving between areas of different lighting.
 ➢ struggle to navigate in busy and/or unfamiliar environments.
 ➢ need additional support at points of transition.
 ➢ take additional time to develop their gross and fine motor skills in line with their age and stage.
 ➢ have difficulties with focusing, tracking, scanning and vision-motor integration.
 ➢ suffer from visual fatigue and require visual rest breaks.
 ➢ adopt a particular head position, turn or tilt.
 ➢ have a reduced visual field.
 ➢ need support for preparation for adulthood (secondary).

• The child or young person may will have a defined physical or medical condition that may be subject to regular intervention, for example guidance from health services which may include advice and therapeutic programmes (e.g. physiotherapy, occupational therapy)
• Medical difficulties may require medication and adult support, for example, management of epilepsy, gastrostomy feeds and a tracheotomy (training provided by health).
• The child or young person may:

 ➢ have a long-term, non-life limiting, medical condition that is either self-managed or supported/monitored by staff on a regular basis, including the administration of routine medication.
 ➢ have physical needs that require some specialist appropriate equipment, for example Ankle Foot Orthosis (AFOs), walker, wheelchair, handrails and ramps, but needs little adult support.
 ➢ have some gross motor and/or spatial orientation difficulties. Some adaptations will be needed to facilitate movement around the site, for example stairs, handrails, ramps.
 ➢ appear clumsy, poorly coordinated or lack strength, for example, dyspraxia (DCD) and evidence low muscle tone when completing physical tasks.
 ➢ need access to technology (e.g. Clicker, Dictaphone, laptop) to support recording of work or aid communication, including assistive and argumentative communication aids (AAC), for example, simple switches (BIGmack switch).
 ➢ need alternative recording methods, including a scribe, the use of ICT, rest breaks and extra time as appropriate.
 ➢ need access to specific items of small equipment if conditions have resulted in fine motor difficulties, for example, adapted scissors, rulers, pens, compass, anti-slip mat, writing slope.
 ➢ be affected by muscle fatigue. For example, children with hemiplegia (a type of Cerebral Palsy).
participate in most/all activities but at a slower pace than peers or show signs of increasing fatigue during the school day due to conditions affecting muscles (for example, Cerebral Palsy).
 ➢ have a visible disability that may lead to low self-esteem, mental and emotional health and well-being health issues and experience vulnerability to bullying. This may impact upon motivation and attitudes to learning at school.
 ➢ need some adult assistance with practical aspects of the curriculum (e.g. DT and PE) and/or self-help skills including personal care.
 ➢ have a lack of sensory feedback which leads to difficulties with daily sensory inputs, for example, difficulties with writing or drawing.
 ➢ require some adult assistance to move with safety around the environment.
 ➢ exhibit fatigue, lack of concentration or motivation due to their condition that has a marked effect on progress. (Conditions such as Cerebral Palsy, Muscular Dystrophy, Spinal Muscular Atrophy will cause muscle fatigue and general tiredness from the increased effort required to perform everyday motor tasks). CYPs may need regular rest breaks to reduce mental and physical fatigue.
 ➢ show signs of frustration with tasks they can’t do due to physical limitations (for example, children with hemiplegia and limited functional movement on one side of the body).
 ➢ need additional support in new or unfamiliar environments.
 ➢ need additional support for self-care provided by trained staff when required/requested.

• Resources may need to be chosen to limit need for manipulation if appropriate.
• The child or young person’s condition may influence concentration levels which impact upon learning/listening.
• Verbal communication may be limited for physical reasons, for example, motor impairment affecting the vocal cords, lower facial muscles.
• Progress within specific areas of the curriculum may be affected by the condition.
• Irregular sleeping pattern may impact on the child’s ability to access learning.
• A personalised emergency evacuation plan may be required.